TY - JOUR
T1 - Teachers as co-authors of student writing
T2 - How teachers’ initiating texts influence response and revision in an online space
AU - Magnifico, Alecia Marie
AU - Woodard, Rebecca
AU - McCarthey, Sarah
N1 - Funding Information:
This research was supported by the Institute of Education Sciences, U.S. Department of Education through Grant R305A090394 to the University of Illinois at Urbana-Champaign: the ‘Assess-As-You-Go Writing Assistant” This work was also supported by a Small Business Innovation Research grant (2010) awarded to the University of Illinois College of Education’s u.learn.net project partner Common Ground Publishing by the U.S. Department of Education Institute of Education Sciences. These funders have not participated in this study’s design, data collection, data analysis, article writing, or submission.
Publisher Copyright:
© 2019 Elsevier Inc.
PY - 2019/6
Y1 - 2019/6
N2 - Several recent studies examine social aspects of online peer review writing environments, but little of this work focuses on how resulting social interactions affect student writing over time. Seeking to trace explicit and covert dialogic influences across middle school writers’ work, we analyze classroom texts created online to show how teachers’ initiating texts and peer reviews become critical pieces of students’ classroom writing and response. Our analysis first grouped the texts by phase (i.e. teacher's initiating texts, first drafts, peer review feedback, revised drafts) to capture overall characteristics of these writing processes and products, then looked at each student's writing across time to understand how multiple artifacts and writing cycles informed the work. This analytical approach foregrounds the dialogic nature of online writing and shows how a class responds to assignments. The empirical micro-analysis complicates classroom writing and revision research by showcasing how teachers and peers become un-credited “co-authors” of students’ texts. Beyond theorizing that students take up such influences in their work, as existing work has done, we trace how these texts influence students’ writing and peer review, examining the roles of teachers and peers in writing processes and products.
AB - Several recent studies examine social aspects of online peer review writing environments, but little of this work focuses on how resulting social interactions affect student writing over time. Seeking to trace explicit and covert dialogic influences across middle school writers’ work, we analyze classroom texts created online to show how teachers’ initiating texts and peer reviews become critical pieces of students’ classroom writing and response. Our analysis first grouped the texts by phase (i.e. teacher's initiating texts, first drafts, peer review feedback, revised drafts) to capture overall characteristics of these writing processes and products, then looked at each student's writing across time to understand how multiple artifacts and writing cycles informed the work. This analytical approach foregrounds the dialogic nature of online writing and shows how a class responds to assignments. The empirical micro-analysis complicates classroom writing and revision research by showcasing how teachers and peers become un-credited “co-authors” of students’ texts. Beyond theorizing that students take up such influences in their work, as existing work has done, we trace how these texts influence students’ writing and peer review, examining the roles of teachers and peers in writing processes and products.
KW - classroom interaction
KW - dialogic interaction
KW - instructional strategies
KW - peer review
KW - revision
KW - rubrics
KW - teaching materials
KW - teaching methods
KW - writing
KW - writing assessment
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U2 - 10.1016/j.compcom.2019.01.005
DO - 10.1016/j.compcom.2019.01.005
M3 - Article
AN - SCOPUS:85061830436
VL - 52
SP - 107
EP - 131
JO - Computers and Composition
JF - Computers and Composition
SN - 8755-4615
ER -